An Empirical Study Of The Transformation Of Mathematical Concepts In Primary Schools From The Perspective Of CTCL

In recent years,the rapid development of information technology has spawned a number of new learning methods,such as digital learning,ubiquitous learning,followed by a change in learning culture of student-centered and personality development.This study is based on the background of CTCL research paradigm and its basic concepts.Taking the concept of "intersecting and vertical" in primary mathematics for example,this study examines the students' preconception,their cognition status and its causes.After examination,the students' preconceptions is classified into several types.Through the features and classification of preconception,the students are divided into several groups and grouped into individualized learning.The results show that technology,selected by the types of preconception,for personalized instructional design can effectively promote the change of the student's concept,and improve the academic performance of students.Specifically,according to the view that some understanding about knowledge which are going to learn are existed in students' mind before their formal learning.The research is based on the assumption that preconception exist in students mind and try to solve three problems,the first is what kind preconception of "intersection and vertical" in student's mind,the second is the classification of preconception,the third is how to use the technology for individualized learning design to promote students to concept change and improve learning performance.Around the three problems above,this study adopts the questionnaire survey,interviews,observation and quasi-experimental method.The research mainly includes four parts: the first is the measurement and classification of preconceptions before the experiment,and analyzed the student's preconceptions and the main types.Next,the experimental group and the control group are given pretest,one is to know whether the two groups are different,the other is to make preparations for individual learning according to the classifications of preconceptions of experimental group.Then,the individualized learning design is in terms of the results of the preconception types of experimental group,including individual learning resources and learning process.The two groups are carried out two different teaching methods,experimental grouping is individual learning,and the control group is regular learning.Finally,the post-test is tested in two groups and analyzed from overall to individual.The research concludes that technology is effective in promoting learning and improving the academic achievement of students,and individualized learning design is the key to improve the academic achievement.And making the following conclusions :(1)Students have preconceptions about "Intersection and Vertical" before their formal learning,and the preconceptions can be classified.(2)Based on the preconceptions of students,the use of technology for personalized learning design can effectively promote students to concept change and improve academic performance.(3)The preference of technology and the behavior performance of students in the classroom have influence on changing the preconceptions,and ultimately obstacle to the improvement of academic performance.